The Effect of Hands-on Practice on Improving the Innovation Ability of High School Students – Smart Safety Socket

2018 ◽  
Vol 2 (2) ◽  
pp. 47-50
Author(s):  
Chiu-Cheng Kuo ◽  
Fei-Chuan Chen
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Hands On ◽  
Innovation Ability ◽  
Smart Safety

HANDS-ON STEM FOR HIGH-SCHOOL STUDENTS: THE ANTIMATTER-FACTORY MOCKUP AND THE MINICERNBOT PLATFORM

2020 ◽  
Author(s):  
Josep Marín Garcés ◽  
Carlos Veiga Almagro ◽  
Mario Di Castro ◽  
Raúl Marín Prades ◽  
Alessandro Masi
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Hands On

How do high school students teach geosciences to elementary students?

2020 ◽  
Author(s):  
Carole Larose
Keyword(s):  
High School ◽  
High School Students ◽  
Young Children ◽  
Plate Tectonics ◽  
School Teacher ◽  
Volcanic Rocks ◽  
School Students ◽  
Earthquake Resistant ◽  
Hands On ◽  
Different Types

<p>I am Biology and Geology teacher in a high school and I teach for students between 15 and 18 years old. Geosciences are not very easy to understand because the concepts are complex. I try to interest my students by using different pedagogical materials including hands-on. At the end of the course, to make sure that they have a good understanding, I sometimes organize a meeting between my students and the children of a primary school. It is a way to assess them because if they are able to explain some geological issues to young children, they must before understand them.</p><p>Before the meeting, the elementary school teacher and I did an educational notebook for young children. We have planned 5 activities on the topic "plate tectonics"</p><ul><li>Explosive and effusive volcanism : children identify different types of volcanism by watching two short videos</li> <li>Study the volcanic rocks : children observe the rocks and look under a polarizing microscope</li> <li>Earthquake-resistant buildings: children use a model to understand how a building can withstand an earthquake</li> <li>The different kind of faults: children use a model to create different types of faults.</li> <li>Identify the movement of Plate tectonics: children use software to do this exercise</li> </ul><p>The meeting lasted two hours. It was a great moment for all the students. My student's job was to help the youngest to answer the questions on their notebooks. They had to explain clearly and simply and it was a very interesting exercise for them because they needed knowledge to do it. Young students asked a lot of questions, they were very curious and interested in this topic.</p><p>Here is an article in French. http://svt.spip.ac-rouen.fr/spip.php?article396</p><p> </p>

A Basic Microbiology Course for High School Students

2010 ◽  
Vol 72 (8) ◽  
pp. 485-488
Author(s):  
Cheng-Wai Yip
Keyword(s):  
High School ◽  
High School Students ◽  
Serial Dilution ◽  
School Students ◽  
Modes Of Action ◽  
Hands On ◽  
Different Types ◽  
Microbiological Techniques

I describe a 5-day basic microbiology enrichment course for high school students. In this course, students learn microbiological techniques such as preparation of agar plates, isolation of bacteria from food, serial dilution, and plating. Additionally, they experience the steps involved in the identification of an unknown bacterium and learn about the modes of action of common antibiotics against different types of bacteria. Feedback indicates that this course provided invaluable lessons and experiences for students who had no prior hands-on experience with microorganisms.

scholarly journals Experiential Learning through Partnership: A Case Study of a Collaborative, Hands-on Program to Teach High School Students Organic Farming

2013 ◽  
Vol 23 (3) ◽  
pp. 376-381
Author(s):  
Erin M. Silva ◽  
Geraldine Muller
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Learning ◽  
Organic Agriculture ◽  
School Students ◽  
Insect Management ◽  
Hands On ◽  
The Face ◽  
Certified Organic ◽  
Professional Fields

In 2008, a collaborative project was initiated between the La Farge School District (La Farge, WI), University of Wisconsin–Madison College of Agriculture and Life Sciences, Organic Valley Cooperative Regions Organic Producers Pools (La Farge, WI), and Kickapoo Valley Reserve (La Farge, WI). The overarching mission of the program is to build a sustainable, hands-on educational farm and corresponding curriculum to teach organic agriculture principles to high school students and increase the number of students entering agriculture-related professional fields. Secondary goals of the project include delivering locally grown organic produce and related organic agriculture educational opportunities to the broader community. To achieve these goals, a multifaceted student internship program was created that includes a range of experiential learning opportunities for students. With the participation of each of the project partners, about ten students per year engage in the field production of certified organic vegetables, participate in field trips to sites related to organic agriculture, and distribute the produce to the school and the broader community. Through the integration of these activities, students are taught key principles of successful organic management, including ecologically based disease, weed, and insect management, development of a soil fertility plan, market analysis and its implications of crop selection, and determination of costs of production. In the face of both successes and challenges, through informal evaluation of students and the project team, the program continues to develop each year.

scholarly journals Argentinean crystal growing competition for high school students

2014 ◽  
Vol 70 (a1) ◽  
pp. C1298-C1298
Author(s):  
Ricardo Baggio ◽  
Florencia Di Salvo ◽  
Ana Foi ◽  
Sebastián Klinke ◽  
Griselda Narda ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Opening Ceremony ◽  
Evaluation Committee ◽  
Hands On ◽  
Innovation And Technology ◽  
Scientific Skills ◽  
Science Innovation ◽  
Scientific Fields

To celebrate the International Year of Crystallography 2014, the Argentinian Crystallography Association ("Asociación Argentina de Cristalografía", AACr) [1] has launched the Crystal Growing Competition to be held June-October 2014 among Argentinean high school students. This activity is sponsored by the IUCr, CONICET (Argentinean Science Council) and MinCyT (Argentinean Ministry of Science, Innovation and Technology). Based on IUCr suggestion [2] and successful previous experiences in other countries [3], we planned the program of the activity. Before the contest, a five hours course including the basic concepts of crystal growing and crystallization experiences demonstrations will be offer for the teachers of the interested schools. They will take place at different regions of the country during April. The information of the contest together with the instructions on how to grow crystals and guidelines for the teachers will be provided on the web. After the students sign up, they will growth their crystals and create a slideshow presentation or a video to show their work to the evaluation committee before the end of August 2014. Winners will be announced on September 15th, they will be invited to show their work at the X Annual Meeting of the Argentinean Crystallographic Association, Mar del Plata, Argentine, 28-31 October 2014. A special session will be held as a satellite activity of the meeting on October 27th and the awards ceremony of the Crystal Growing Competition will be during the opening ceremony. Besides this, everyone participating of the Argentinean contest has a chance to compete in the International Crystal Growing Competition. Trough this exciting, funny and hands-on scientific experience, crystallography and other related scientific fields will be promoted along the high school community across the country being also, a way to encourage youth to continue exploring science and developing their scientific skills.

scholarly journals Tingkat Pengetahuan Publik (Public Knowledge) Terhadap Penyakit Hewan Menular Strategis Rabies Dalam Upaya Mendukung Status Lombok Bebas Rabies

2020 ◽  
Vol 2 (3) ◽  
pp. 222-227
Author(s):  
Made Sriasih ◽  
Sulaiman Ngongu Depamede ◽  
Muhammad Ali ◽  
Wayan Wariata ◽  
Answar Rosyidi
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Public Knowledge ◽  
School Students ◽  
Hands On ◽  
The Central Nervous System ◽  
Level Of Knowledge ◽  
And Control ◽  
Positive Effect

Rabies is one of strategic infectious animal diseases that attacks the central nervous system. Rabies is very widespread and is found in nearly 150 countries and regions on all continents, except Antarctica. Although West Nusa Tenggara is one of the nine provinces in Indonesia that is free of rabies, the number of dog bite victims reported on the island of Sumbawa with 32 samples of rabies-carrying animal brains identified as positive in early 2019 indicates the need to increase awareness of rabies transmission to Lombok Island. Increasing public knowledge which includes parents and students at primary school, elementary school and high school about rabies through surveys, counseling and demonstration is one of the efforts to prevent and control rabies. The results showed that the extension activities were able to increase participants' knowledge. High school students had the best level of knowledge (97.5% ± 2.08) when compared to the elementary school participants (93% ± 3.56) and elderly respondents (88.75% ± 4.79) of all indicators of knowledge about rabies. The combination of extension activities with hands-on practice has had a positive effect on increasing public knowledge about rabies

Taking Action from Awareness

2015 ◽  
pp. 200-220
Author(s):  
Carolyn N. Stevenson
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Learning ◽  
Environmental Education ◽  
Critical Issue ◽  
Education Programs ◽  
School Students ◽  
Hands On ◽  
Taking Action ◽  
Learning Projects

Increasing awareness of climate change issues is a critical issue for all individuals in today's society. Environmental education is important to not only creating awareness of these issues, but taking action towards fostering positive change. Pre-university students have a strong voice on environmental issues that needs to be heard. Environmental education programs such as SeaTrust Institute's AWARE (Action Within a Resilient Environment) assist teens in learning about issues that directly impact their communities. AWARE combines environmental education with hands-on experiential learning projects in their communities. This program also connects high school students with other high school and college students enrolled in SeaTrust Institute's Global Internship.

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